Decolonising religious education through the prism of affect theory: analytical perspectives for approaching Islamophobia in curriculum and pedagogy
This paper outlines a set of analytical perspectives grounded in affect theory for decolonising religious education. In particular, these perspectives are: recognising the role of religious feelings; examining the extent to which decolonial affective spaces can be created in the classroom; and, unde...
Main Author: | |
---|---|
Format: | Electronic Article |
Language: | English |
Check availability: | HBZ Gateway |
Journals Online & Print: | |
Fernleihe: | Fernleihe für die Fachinformationsdienste |
Published: |
[publisher not identified]
2023
|
In: |
British Journal of religious education
Year: 2023, Volume: 45, Issue: 1, Pages: 3-13 |
Further subjects: | B
Decolonisation
B Religious Education B Islamophobia B Affect Theory |
Online Access: |
Volltext (lizenzpflichtig) |
MARC
LEADER | 00000caa a22000002 4500 | ||
---|---|---|---|
001 | 1822042941 | ||
003 | DE-627 | ||
005 | 20230127151104.0 | ||
007 | cr uuu---uuuuu | ||
008 | 221111s2023 xx |||||o 00| ||eng c | ||
024 | 7 | |a 10.1080/01416200.2022.2042672 |2 doi | |
035 | |a (DE-627)1822042941 | ||
035 | |a (DE-599)KXP1822042941 | ||
040 | |a DE-627 |b ger |c DE-627 |e rda | ||
041 | |a eng | ||
084 | |a 0 |a 1 |2 ssgn | ||
100 | 1 | |e VerfasserIn |0 (DE-588)105893810X |0 (DE-627)79784144X |0 (DE-576)31120757X |4 aut |a Zembylas, Michalinos |d ca. 20./21. Jh. | |
109 | |a Zembylas, Michalinos ca. 20./21. Jh. | ||
245 | 1 | 0 | |a Decolonising religious education through the prism of affect theory: analytical perspectives for approaching Islamophobia in curriculum and pedagogy |
264 | 1 | |c 2023 | |
336 | |a Text |b txt |2 rdacontent | ||
337 | |a Computermedien |b c |2 rdamedia | ||
338 | |a Online-Ressource |b cr |2 rdacarrier | ||
520 | |a This paper outlines a set of analytical perspectives grounded in affect theory for decolonising religious education. In particular, these perspectives are: recognising the role of religious feelings; examining the extent to which decolonial affective spaces can be created in the classroom; and, understanding how contemporary public discourses about multiculturalism and religious difference are affectively experienced by students and educators in their everyday lives. It is argued that these perspectives contribute to push further the uncovering of colonial legacies within contemporary religious education, especially in relation to Islamophobia. Further, it is emphasised that it is imperative for the project of decolonising religious education to pay attention to the affective dimensions of decolonisation; this implies not only interrogating the affective legacies of coloniality such as Islamophobia, but also producing decolonised affective communities in classrooms and schools. | ||
601 | |a Curriculum | ||
650 | 4 | |a Islamophobia | |
650 | 4 | |a Affect Theory | |
650 | 4 | |a Decolonisation | |
650 | 4 | |a Religious Education | |
773 | 0 | 8 | |i Enthalten in |t British Journal of religious education |d London : [Verlag nicht ermittelbar], 1978 |g 45(2023), 1, Seite 3-13 |w (DE-627)385031394 |w (DE-600)2142067-1 |w (DE-576)258360356 |x 1740-7931 |7 nnns |
773 | 1 | 8 | |g volume:45 |g year:2023 |g number:1 |g pages:3-13 |
856 | 4 | 0 | |u https://doi.org/10.1080/01416200.2022.2042672 |x Resolving-System |z lizenzpflichtig |3 Volltext |
935 | |a mteo | ||
951 | |a AR | ||
ELC | |a 1 | ||
ITA | |a 1 |t 1 | ||
LOK | |0 000 xxxxxcx a22 zn 4500 | ||
LOK | |0 001 4209292303 | ||
LOK | |0 003 DE-627 | ||
LOK | |0 004 1822042941 | ||
LOK | |0 005 20230127151104 | ||
LOK | |0 008 221111||||||||||||||||ger||||||| | ||
LOK | |0 035 |a (DE-Tue135)IxTheo#2022-11-10#D3B1F382287B69DA1C7D7C8B97F0C5DAD19A43D6 | ||
LOK | |0 040 |a DE-Tue135 |c DE-627 |d DE-Tue135 | ||
LOK | |0 092 |o n | ||
LOK | |0 852 |a DE-Tue135 | ||
LOK | |0 852 1 |9 00 | ||
LOK | |0 935 |a ixzs |a zota | ||
ORI | |a SA-MARC-ixtheoa001.raw | ||
REL | |a 1 | ||
SUB | |a REL |